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Abstract Meteor radar observations provide wind data ranging from 80 to 100 km altitude, while the Michaelson Interferometer for Global High‐resolution Thermospheric Imaging (MIGHTI) onboard the Ionospheric Connection Explorer satellite offers wind data above 90 km altitude. This study aims to generate wind profiles in the mesosphere and lower thermosphere by combining the winds derived from meteor radar and MIGHTI observations over the Korean Peninsula from January 2020 to December 2021. The wind profiles derived from the two instruments are continuous at night, but they show discrepancies during the day. The atomic oxygen 557.7 nm (green line) emission intensity measured by MIGHTI peaks at approximately 100 km during the day and 94 km at night. The vertical gradient of the airglow volume emission rate is more pronounced during the day. These differences can cause day‐night differences in the MIGHTI wind retrieval accuracy, potentially leading to discrepancies during the day. 

Peer evaluations are critical for assessing teams, but are susceptible to bias and other factors that undermine their reliability. At the same time, collaborative tools that teams commonly use to perform their work are increasingly capable of logging activity that can signal useful information about individual contributions and teamwork. To investigate current and potential uses for activity traces in peer evaluation tools, we interviewed (N=11) and surveyed (N=242) students and interviewed (N=10) instructors at a single university. We found that nearly all of the students surveyed considered specific contributions to the team outcomes when evaluating their teammates, but also reported relying on memory and subjective experiences to make the assessment. Instructors desired objective sources of data to address challenges with administering and interpreting peer evaluations, and have already begun incorporating activity traces from collaborative tools into their evaluations of teams. However, both students and instructors expressed concern about using activity traces due to the diverse ecosystem of tools and platforms used by teams and the limited view into the context of the contributions. Based on our findings, we contribute recommendations and a speculative design for a data-centric peer evaluation tool. 

Despite the potential of spatial displays for supporting teachers’ classroom orchestration through real-time classroom analytics, the process to design these displays is a challenging and under-explored topic in the learning analytics (LA) community. This paper proposes a mid-fidelity Virtual Prototyping method (VPM), which involves simulating a classroom environment and candidate designs in virtual space to address these challenges. VPM allows for rapid prototyping of spatial features, requires no specialized hardware, and enables teams to conduct remote evaluation sessions. We report observations and findings from an initial exploration with five potential users through a design process utilizing VPM to validate designs for an AR-based spatial display in the context of middle-school orchestration tools. We found that designs created using virtual prototyping sufficiently conveyed a sense of three-dimensionality to address subtle design issues like occlusion and depth perception. We discuss the opportunities and limitations of applying virtual prototyping, particularly its potential to allow for more robust co-design with stakeholders earlier in the design process.